• Korean Journal of Culture and Social Issue
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• v.11 no.spc
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• pp.117-131
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• 2005

The present research integrated various theoretical perspectives of human unlawful behaviors in order to clarify the psychological mechanisms that underly the changes in compliance with and attitude toward law as time goes. Most well-known theories such as classical theory of crime, biosocial and evoluationary theories, and psychological perspectives including psycho-dynamic theory, personality, intellectual/moral development theories, and decision-making were discussed in their unique points in explaining human unlawful behaviors. Finally, social-learning theory and cognitive-dissonance theory has been suggested to explain the psychological mechanism of the phenomena in which people's attitude toward law and compliance with law become weaken through violation experiences of trivial lawful regulations. Especially, the logic of cognitive-dissonance theory (that people committed violation of trivial laws should experience dissonance with their original belief of compliance with law and negative arousal and try to remove the arousal by change their belief along with their behavior) were theoretically convincing to explain the phenomenon and supported by a series of experimental studies. Several practical implications for future constitutional and political activities were discussed in the basis of the cognitive dissonance theory.

• Educational Technology International
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• v.10 no.1
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• pp.41-57
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• 2009

Cognitive presence, a sense of "being there" cognitively, has recently been considered as an important indicator for students' engagement in e-learning. There is, however, no widely accepted scale to measure the level of cognitive presence since most studies have put their effort to set and clarify the conceptual framework with qualitative methodology. This study reviewed existing theories on cognitive presence and related fields extensively and developed a new self-report scale for measuring the conceived level of cognitive presence. The reliability and validity of the scale was tested against 723 undergraduate students in two consecutive studies, 418 in the preliminary and 305 in the follow-up study. Three major constructs to measure the perceived level of cognitive presence were: 1) clear understanding, 2) knowledge construction, and 3) learning management. This paper reports the final results of the two independent studies.

• Korean Medical Education Review
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• v.22 no.2
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• pp.67-76
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• 2020

The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.13 no.2
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• pp.197-219
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• 2002

Education is an intentional change of human behaviors. This change is implemented through the learning process of humans. The principles in the learning process and its psychological mechanism are based on learning theories. The objective insight about how they are related with school libraries as a basic organization supporting school education, what they can contribute and what their research methodologies are is a base for educational and academic research of school libraries. This study at first is to investigate learning and teaching theories for school libraries based on behavioral learning theories, cognitive learning theories and constructive learning theories which are general trends for learning theories. Then it is to introduce new theory 'library-based education approach (LBEA)'as an educational base of school libraries.

• Journal of the Ergonomics Society of Korea
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• v.23 no.3
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• pp.73-88
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• 2004

This study was contrived Hierarchical Information Search (HIS) model. HIS model is based on a “cognitive process” in which model, comprising basic human information processing mechanize and information interaction. Its process include 3 semantic cognitive processes: Schema-Association LTM, Form Domain, and Alternative Selection. Design methodology consists to elicitate memory, thinking and cognitive response variables. In case study, menu structure of mobile phone was applied. In result, a correlation between predictive error rate and real error rate was .892. and a correlation between selective and real reaction time was .697. This present to suggest a model of how the methodology could be applied to real system design effectively when this was used. HIS model could become one of the most important factors for success of product design. In the perspective, the systemic methodology would contribute to design a quantitative and predictive system.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.163-167
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• 2005

Current theories of cross-language speech perception claim that patterns of perceptual assimilation of non-native segments to native categories predict relative difficulties in learning to perceive (and produce) non-native phones. Perceptual assimilation patterns by Japanese listeners of the three-way voicing distinction in Korean syllable-initial obstruent consonants were assessed directly. According to Speech Learning Model (SLM) and Perceptual Assimilation Model (PAM), the resulting perceptual assimilation pattern predicts relative difficulty in discrimination between lenis and aspirated consonants, and relative ease in the discrimination of fortis. This study compared the effects of two different training conditions on Japanese adults’perceptual categorization of Korean three-way distinction. In one condition, participants were trained to discriminate lenis and aspirated consonants which were predicted to be problematic, whereas in another condition participants were trained with all three classes of 'learnability' did not seem to depend lawfully on the perceived cross-language similarity of Korean and Japanese consonants.

• Research in Mathematical Education
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• v.17 no.4
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• pp.291-307
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• 2013

Piaget's revolutionary study on the cognitive development of children has focused on the development of logic. Logical operations and a variety of classifications based on the set of accepted rules involve convergent thinking. Children and adults have logical and creative thinking which deal with a reality of thinking. This study aims to examine a cognitive structure of students, which is closely related to the Piaget's cognitive development theories of students when creative thinking. Students were given an open mathematical problem and were expected to be able to take advantage of sensitivity, fluency, flexibility, originality, and elaboration which can be seen as clearly of their structure cognitive.

• Knowledge Management Research
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• v.4 no.2
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• pp.1-18
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• 2003

Team-members may have diverse backgrounds and characteristics and such diversity is getting increased in teams in terms of demographics(gender, age, and educations) and capabilities(knowledge, skills, and experiences). A meta-analysis of the last 40 years studies, however, concluded that diversity in teams does not have the consistent main effect on team performances. On the other hand, according to theories of selection and socialization, similarity in values, backgrounds, and experiences buttress the positive and effective working environment. Therefore, we conduct an empirical study in favor of similarity in work teams for the sake of team effectiveness. We investigated the importance of the similarity of team-members on IT team effectiveness. Two aspects of similarity, demographic and cognitive, were considered together. The shared mental model(SMM) was introduced as the representative construct for the cognitive similarity. We found that SMM is more important than the demographic similarities on team effectiveness.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.177-190
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• 1997

The two major theoretical frameworks that have informed research on symbolic play and cognitive development were reviewed. Piaget and Vygotsky had different views of the role of symbolic play in children's development. For Piaget, play is primarily an assimilative activity; that is, in play, children modify reality to fit their existent cognitive schema and desires. In his view, play does not facilitate development, but it is used to consolidate existent concepts. For Vygotsky, play is a precursor to symbolization and is a leading factor in development. Particularly the lack of a sociocultural dimension in Piaget's theory brought about the influence of Vygotsky, for whom this dimension is central. However, the research yielded so far has not fully investigated the wider sociocultural elements that define and inform the play context. This article concludes by suggesting an approach to children's play that is directed by a proper estimation of the interaction between its cognitive, emotional, and sociocultural dimensions.

• Proceedings of the KAIS Fall Conference
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• 2003.11a
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• pp.10-15
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• 2003

In computer graphics, most animations of characters have been created using the traditional and often highly labor intensive key-framing technique. Recently, character animation is demanded increasingly automated techniques for animation according to interaction with the user or environment of the user. In this paper, we will propose a new method which can animate characters automatical/y with user interactions. The character's behavior is determined as a result of understanding the emotional condition of the user. Psychology and cognitive AI provide some ideas about how to approach this problem. Our study is based mostly on the theories of Ortony, Clore and Collins, which were designed to be implemented computationally. In our system, we can make 22 emotion types and some more behavior features and we apply to some characters.